My goal for this blog post is to inform educators about the tedious process students may face to receive accommodations on standardized tests. I also want readers to consider the current role educators play in the accommodations process and the urgent need for them to stay informed on the topic. 

Navigating the Challenges of Exam Accommodations 

In the spring of 2025, I took my English Language Arts Methods course, which prepares teacher candidates to teach English Language Arts (ELA) in an elementary school classroom. A significant goal of this course was to prepare students to take the Foundations of Reading 190 Exam. This exam is a requirement to receive your teacher licensure in North Carolina. It assesses teacher candidates’ understanding of reading and writing development, comprised of 100 multiple-choice questions and two open-response questions. 

As an individual who receives accommodations for exams, I was hopeful that this would also be the case for this exam. Early on in the year, I asked my professor if that was possible. She informed me that it was, but she didn’t know how I should go about requesting the accommodations. Luckily, a friend who was in the class overheard the conversation and suggested I set up an appointment with Disability Resources to find out more information. Before the meeting, I visited the testing website and discovered that I needed to pay the $140 testing fee first before requesting accommodations. This is outrageous, in my opinion. Luckily for me, I was able to receive the necessary accommodations; however, for individuals who do not, they are forced to spend $140 to take an exam without the support they deserve. 

To put the process of applying for accommodations into consideration, I would like to share my experience in a timeline format: 

  • 3/27: I first had to schedule a meeting with Elon Disability Resources, which added a week to the process. 
  • 3/31: I met with a member at Disability Resources, where we found and completed all the necessary paperwork I needed to submit, then submitted it to Pearson. 
  • 4/16: I received an email informing me that the following accommodations were accepted: 
    • An additional fifty percent of the original time (total time of 383 minutes) 
    • Extended breaks (however, the exam clock was unable to be paused and continued to run during all breaks) 
    • A live reader to read the questions on the exam to me 
    • A separate/private room to take the exam 
  • Once I received the accommodation letter, I was asked to wait an additional three business days before calling to schedule my testing appointment. 
  • 4/21: I called to schedule my exam. However, I was told I had to wait a few days before receiving my exam time and location. 
  • 4/29: I received an email informing me that my exam would be on 6/4 at a location an hour away. 

The process took a total of one month. Keep in mind this was the time of year when I was also balancing final exams and wrapping up my research project. It was a hectic process, and I felt like I was having to tackle everything on my own. I came to realize that applying for accommodations for standardized exams like these is very taxing and difficult for a student to handle independently. I was disappointed by the lack of support the university provided me, particularly regarding preparation itself. I wish there had been more opportunities for support or education about the process of applying for accommodations. 

The Role of Educators 

For any professor who teaches a course where a standardized test is expected to be taken, the teacher should also be prepared for the logistics of the exam accommodation process. Continuing to check in with students is vital to ensure they are navigating the process successfully and offering their support in any way possible. 

I am fortunate to have a strong relationship with Disability Resources at Elon University, and I was able to take the necessary steps to succeed on this exam due to that fact. Other students are often unfamiliar with the steps needed to take standardized tests with accommodations. Without the support, I know I would have been much more overwhelmed than I already was. For students who lack this support, they may feel obligated to take the exam without any accommodations, which undermines the fairness of the test altogether. I urge readers to begin to wonder how we can make this process more accessible, and what steps need to be taken? Who can make those changes? 

To learn more about higher education accommodations, check out a past blog post written by Caroline Ketcham and me, as well as other helpful resources below.


Further Reading 

Campagna, Kira, and Caroline J. Ketcham. 2025. “Why Is It So Different In College?: Individualized Education Plans vs. Accommodations.” Center for Engaged Learning (blog). January 3, 2025. https://www.centerforengagedlearning.org/why-is-it-so-different-in-college-individualized-education-plans-vs-accommodations

Stefanakos, Victoria Scanlan. n.d. “Types of College Accommodations and Services.” Understood. https://www.understood.org/en/articles/types-of-college-accommodations-and-services

Center for Accessible Education. n.d. “Accommodations 101.” UCLA. https://cae.ucla.edu/faculty-handbook/accommodation-101


About the Author

Kira Campagna is a 2024–2026 Center for Engaged Learning (CEL) Student Scholar, collaborating with participants in the CEL Research Seminar on Affirming and Inclusive Engaged Learning for Neurodivergent Students. She is majoring in Elementary Education with a minor in Environmental Education. 

Learn more about the current Student Scholars.

How to Cite This Post

Campagna, Kira. 2025. “Standardized Exams + Disabilities.” Center for Engaged Learning (blog). July 18, 2025. https://www.centerforengagedlearning.org/standardized-exams-disabilities.